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  1. Surveys
  2. 2008
  3. November
  4. C
  5. CDE DISTRICT LRE (TEMPLATE REV 2-07)
0%
 
 
Dear ,

XX School District has been identified as a recipient of District Assistance and Intervention Team (DAIT) services. The central premise of the DAIT initiative is that the district is the nexus for educational improvement. It provides the leadership, along with the fiscal, human, and technical resources, to fully implement a solid instructional program for all students. The district’s capacities for self-examination and its willingness to implement educational changes to promote the academic achievement of all students are prerequisites to deep and sustainable reform.

The DAIT process begins with a comprehensive needs assessment and continues with the identification, prioritization, and implementation of actions that have the potential to bring about dramatic improvements in district and school operations. An essential component of the needs assessment is the district level Least Restrictive Environment (LRE) self-assessment, which includes key stakeholders’ responses to targeted items. We have placed much of the LRE content into this online format for data collection purposes.

You have been identified as a key stakeholder in the district, and are invited to participate in this survey. Your participation is extremely important to the DAIT process.

If you have any questions about this survey, please call
Anne Danenberg
Springboard Schools
(District's) (CDE-approved) DAIT provider
415-348-5502

Thank you for your input.
 
 
 
At what level of the system do you work?
 
Elementary School
 
Middle School
 
High School
 
District Office
 
Other
 
 
 
 
What is your Educational Role?
 
Teacher
 
School Level Administrator
 
District Office personnel
 
Classified Staff
 
Other
 
 
 
 
Answer the following question by checking the appropriate answer


I have been employed for _______ with the district.

 
Less than 3 years
 
3 to 5 years
 
6 to 10 years
 
11 to 15 years
 
More than 15 years
 
Not Applicable
 
 
 
The following process is helpful as districts begin to examine their practices to create improved educational options for students with disabilities in the Least Restrictive Environment.

We will begin a district level assessment using the LRE Self-Assessment Tool. Rate your district's practices based on evidence. Using data (e.g., CASEMIS and other) and your knowledge of programs, services, and initiatives supported by the district, please complete the following Self-Assessment Protocol. Rate each LRE indicator according to the following rating scale:

Rate each LRE indicator according to the following rating scale:
4 = Fully
3 = Substantially
2 = Partially
1 = Minimally

 
 
1. Standards-Based Curriculum, Instruction and Assessment
Minimally Partially Substantially Fully
1.1 The district provides support for effective, standards-based instruction for ALL students. • There are effective school strategies in general education, including early intervening/student support practices and coaching that promote successful learning. • The district provides support to the schools in the implementation of effective, standards-based instruction in general education, including early intervening, as the first premise on which to build successful services in the LRE. • The district supports the inclusion of standards-based goals in IEPs for students with disabilities.
1.2 Research-and practice-based services and strategies are provided to meet students’ unique needs to access the general curriculum. • The district provides information to the schools regarding research-based best practices to inform the school staff about the services and strategies that support implementation of the LRE. • The district provides the necessary administrative support for the provision of services and strategies for any service written into the IEP.
1.3 There are program organizational structures at the district that facilitate LRE. • The district provides administrative support for LRE including planning time across general and special education staff, including preschool personnel • The district supports schools to utilize creative and innovative strategies to meet the LRE needs of students.
1.4 There are classroom organizational structures at the district and school level that facilitate LRE. • The district supports schools by providing appropriate supports, materials and supplies to educate ALL students with disabilities in order to provide access to the core curriculum. • Effective classroom instruction in general education, including early intervention, is supported by the district as the first premise on which to build successful services in the LRE.
1.5 There is adequate access to assistive and instructional technology in order to support students in the LRE. • The district has developed and is effectively implementing a plan for the provision of necessary assistive and instructional technology to students and teachers, including an annual evaluation of the implementation of the plan. • The district facilitates effective use of technology for students. • Training is provided in the use of assistive technology.
1.6 The district ensures access to school and classroom modifications, adaptations and accommodations. • The district IEP forms reflect the inclusion of necessary instructional and curriculum modifications, adaptations, and accommodations. • The district provides ongoing support and assistance to school staff regarding the implementation of classroom modifications, adaptations, and accommodations for school-age students. • The district monitors IEPs for the identification and provision of supplementary aids and services (e.g., curriculum modifications, behavioral interventions, and assistive technology). • District staff oversee the inclusion of students with disabilities in district and state assessments, including accommodations and alternate assessments, including: o Staff training • Ongoing monitoring of the types of assessments provided, types of accommodations, and the numbers and kinds of students receiving an alternate assessment.
1.7 The district ensures access to physical modifications and accommodations to support students in the LRE. • The district carries out a periodic assessment of the physical accessibility of the schools (including playgrounds, classrooms, halls, cafeterias, and gyms) to ensure that all schools are physically accessible and welcoming to all students. • The district has a short and long-range plan for improving physical accessibility, modifications, and accommodations for all students, which is revised, as needed.
 
 
 
Enter information or evidence to support ratings for section 1
   
 
 
2. Professional Development
Minimally Partially Substantially Fully
2.1 Ongoing training readily available for IEP teams. • District staff have received information and training regarding LRE legal requirements and best practices. • Staff development is provided for school principals and other administrators throughout the district related to LRE legal requirements and effective practices. • The district provides ongoing staff development activities for special and general education teachers, DIS personnel, and other agency partners (including service providers, parent organizations and other disabilities related/advocacy groups) regarding LRE legal requirements and effective practices, including ways to make the general curriculum accessible for all students. • The district provides support, training, and ongoing assistance to schools in the implementation of strategies that provide positive behavior supports to students, including modeling and coaching. • Parents are provided opportunities for training from the district, SELPA, CAC, and/or other community-based organizations. • The district implements proactive training, retaining, recruitment, and retention strategies with the goal of providing qualified personnel throughout the district.
2.2 Supports are provided to teachers and other school staff in meeting the LRE needs of students with disabilities. • District administrators and the school board demonstrate an understanding of the systemic strategies needed to support LRE. • A cadre of personnel is available to provide training and ongoing direct support for curriculum modifications and other student supports to assure appropriate education in general education settings. • Training, mentoring, and coaching are available for general and special education teachers/staff. • The district provides training and ongoing support for SST and IEP team members within the schools regarding physical adaptations, accommodations and assistance.• The district provides support, training, and ongoing assistance to the schools in the implementation of strategies that provide positive supports to students (i.e., natural support networks and strategies such as peer tutoring, buddy systems, circle of friends, systemic supports, cooperative learning and other ways of connecting students in natural, ongoing, and supportive relationships). •The district provides periodic information, training, and assistance to schools and district staff on the implementation of strengths-based, integrated, and functional behavior assessment, student progress monitoring, and culturally appropriate assessments.
2.3 Paraprofessionals provide support for special and general education teachers in the implementation of LRE. • The district has a district-wide training program for paraprofessionals to facilitate their support of students in the LRE. •District staff monitor the effectiveness of services provided by paraprofessionals and the guidance and supervision provided for paraprofessionals by the general and special education teachers. • The district examines alternative staffing approaches to over reliance on paraeducators and pilots alternate approaches (e.g., fewer 1:1 paraeducators, more special education teachers, and use of peers, and volunteers).
2.4 There is coordination and cooperation with personnel working together and supporting each other (e.g., through team teaching, co-teaching, teacher and student assistance teams, and other collaborative arrangements). •Special and general education administrators and other staff at the district level work together to support collaboration and coordination between special and general education teachers and other staff within the schools (e.g., joint staff development and initiatives). •Sufficient time is provided on a regular basis for personnel to talk and work together regarding student needs.
 
 
 
Enter information or evidence to support ratings for section 2
   
 
 
3. Human Resources
Minimally Partially Substantially Fully
3.1 There are organizational, and human supports provided for implementation of LRE. • Adequately Trained personnel are provided to implement LRE (teachers, related service staff, and paraprofessionals). • The district increases the knowledge base of its staff through strategies such as staff development and university partnerships for research and demonstration efforts (e.g., to enhance or add to the knowledge base regarding current best practices). • The district offers access to model school sites that are utilized for ongoing professional development in LRE and that are coordinated with other schools that have received recognition.
 
 
 
Enter information or evidence to support ratings for section 3
   
 
 
4. Data Systems/Data Analysis/Ongoing Monitoring

Minimally Partially Substantially Fully
4.1 Assessment facilitates LRE (e.g., qualified staff, strength-based vs. deficit-based strategies, documentation of progress within the general curriculum, and culturally appropriate assessment). • The district ensures that assessment practices facilitate the implementation of LRE as identified in IDEA and No Child Left Behind (NCLB) through: o Hiring and maintaining qualified staff o The effective use of functional, strengths-based assessments which integrate information from the family and the entire transdisciplinary team o The effective use of ongoing documentation of progress within the general curriculum o Assessment procedures that include information related to enabling the child to be involved in and progress within the general curriculum. • Assessment and IEP development practices value and include information provided by the parents. • The district uses culturally and linguistically appropriate assessments. • The district staff (psychologists and special education teachers) effectively use: o Functional behavior assessment for the purpose of developing positive behavioral support plans o Data-based student progress monitoring o Alternate assessment methods such as portfolios, interviews and other qualitative methods of evaluation. • The district maintains ongoing responsibility and accountability for all students. This is a mutual responsibility with other service providers (e.g., including Charters, county, state schools, and nonpublic schools/agency). • District has procedures in place to ensure ongoing parent participation.
4.2 Students are included within state and district assessments and other forms of accountability that assess what the student is being taught and that measure ongoing student progress toward identified educational goals. • The district monitors referral rates to special education, “exit” rates, ethnic proportionality in special education, suspension, retention, attendance rates, passing high school exit exam, graduation rates, and dropout rates for all students and takes appropriate action. • The district ensures that training and support are provided to the schools regarding allowable accommodations to district and state assessments for students with disabilities, as well as support for alternate assessments, as determined appropriate by the IEP team.
 
 
 
Enter information or evidence to support ratings for section 4
   
 
 
5. Parent & Community Involvement
Minimally Partially Substantially Fully
5.1 Parents are embraced as equal partners in their child’s educational program. • The district encourages and implements outreach efforts for all parents to facilitate effective service delivery including LRE supports for their children. Parental input regarding effective adaptations and accommodations are solicited. • District-wide, parents are included in all components of the IEP process. • The district provides ongoing support to schools in their implementation of strategies for involving parents and embracing them as equal partners in the educational process for their child.
5.2 The district provides ongoing training, information and support for parents that considers and is respectful of cultural and language diversity. • The district has procedures for including parents in training when appropriate and ensures that the training is respectful of cultural and language.
5.3 Students are involved in their IEP/LRE discussions. • The district provides ongoing support to schools in their implementation of strategies for effectively involving students in the educational process, including their IEP meetings.
5.4 The district actively encourages and supports parent and agency participation in transition meetings for students leaving the school system. • Parents are invited and encouraged to participate in transition planning meetings and training and support are provided to assist with participation.
 
 
 
Enter information or evidence to support ratings for section 5
   
 
 
6. Fiscal Operations
Minimally Partially Substantially Fully
6.1 There are fiscal and organizational supports provided for implementation of LRE. • The district provides fiscal, human, and organizational resources for school site implementation of LRE (e.g., collaboration, planning time, IEP planning time, available substitutes, supports for participation at the IEP meeting for all required participants). • Textbooks, instructional materials, and technology used throughout the district are available to all students and all teachers. • All curricular and extracurricular activities and opportunities throughout the district are available to all students. • The district supports and provides access to a range of professional development opportunities within their local region and works collaboratively with other regional groups to develop new professional development activities through many different venues (e.g., on-line, webcasts, communities of practice, traditional training and technical assistance, etc.).
 
 
 
Enter information or evidence to support ratings for section 6
   
 
 
3. 7. Governance and Leadership

Minimally Partially Substantially Fully
7.1 The district has a vision that values and celebrates student diversity. • There is evidence of guiding principles which encourage and support: o All students educated together. o High standards and expectations for all students o Access to the general education curriculum for all students. o Participation of all students in district and State assessments with or without accommodations or through an alternate assessment as determined appropriate by the IEP team. o Input from diverse groups of educators, parents, and the community. • District staff communicates and demonstrates a philosophy that all students’ abilities vs. disabilities are emphasized.
7.2 The district fosters a climate of collaboration at the district and school level between special and general education in order to promote school climate and culture in which there is a sense of community, where everyone belongs, is accepted, and is supported by peers and other members of the school community. • General and special education staff at the district level work collaboratively to plan and implement initiatives, activities, and supports to schools that consistently communicate high expectations for ALL students. • The district monitors procedures and activities within the schools that foster and encourage social relationships between and among all students. • The district is characterized by a climate or culture in which there is a sense of community where everyone belongs, is accepted and supported by peers and other members of the school community. • Personnel at the district level are held accountable for providing support to the schools and families for implementation of LRE, as determined within student IEPs. • The district demonstrates ongoing responsibility and accountability for all students regardless of location of services or service provider (e.g., magnet schools, schools of choice, charters)
7.3 Leadership is supportive of the LRE, and district initiatives and activities reflect the LRE. • The District Board of Education, superintendent, principals, and administration are committed to the implementation of LRE programs and supports for students. • The district special education office assists sites to monitor implementation of LRE throughout the district on an ongoing basis, including access to the general education curriculum & access to extra-curricular activities for all school-age students. • The district and schools are held accountable for implementing LRE. • District staff directs resources to the training of district and school staff regarding LRE requirements and appropriate opportunities and assessments.
7.4 District LRE policies and procedures reflect requirements of State and Federal law. • There is a current Board of Education LRE policy consistent with legal requirements that stipulates the following: o All students should be educated in age-appropriate general education classes to the maximum extent possible their normal school of attendance (or school of choice) with modifications or accommodations to the curriculum as appropriate and supplementary aids and services. • ALL students start and end the school day at the same time as others in their school. • All students have access to co-curricular and extracurricular activities. • The district has short and long-range plans for full implementation of LRE requirements, programs, and supports. • District policies and procedures regarding LRE, including transportation, are periodically reviewed with input from parents and staff. • District committees include input from parents and parent groups representing special and general education children. • The schools within the district are physically accessible and welcoming to all students.
7.5 Services for students are provided in schools they would attend if not disabled. • IEP determinations begin with consideration of how to appropriately support each student in the general education classroom/program before other placements are considered. • Families are informed that general education is the first consideration by the IEP team. • The number of students with disabilities at any one school is within natural proportions. • LRE placement patterns are regularly monitored by district staff to insure that decisions are being made based on the needs of the students. • Transitions are facilitated through the IEP when students are moving from school to school, grade level to grade level, and from the school to out-of-district and from more to less restrictive settings. • Provisions in the IEP include the student’s participation in school activities, if appropriate.
 
 
 
Enter information or evidence to support ratings for section 7
   
 
Please contact [email protected] if you have any questions regarding this survey.
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